CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Science is a great enterprise which nations depend on, in-order to

advance technologically. Science therefore, is receiving much emphasis in

education because of its significance and relevance to life and society.

Science is both a process (scientific method) and a product (knowledge, fact

and principles) (Ezeh, 2013). Both the process and product of science are

acquired through education and this is specialized type of education such as

science education. Science plays important roles in the society because it

relates to our daily life and career. The importance of science in our society

made the Federal Government of Nigeria, through the Federal Ministry of

Education to introduce science subjects in the nations secondary school

curriculum. Biology is one of such subject introduced.

Biology is defined as the study of life and structure of living things.

Biology is the study of living things and concerns itself with the study of the

structural, behaviour, distribution, the origin of plants, and animals and their

relationship with their environment (American Heritage Dictionary of the

English Language 2009). Abugu (2007) stated that biology is natural science

in which we study living organisms plants and animals. The knowledge of

1
biology helps in checking environmental degradation such as desertification,

erosion, water hyacinth, land, air and water pollution.

The cardinal objectives of biology education are to prepare students to

acquire: adequate laboratory and field skills in biology; meaningful and

relevant knowledge in biology, ability to apply scientific knowledge to

everyday life in matter of personal and community health and agriculture

and lastly reasonable and functional scientific attitudes (Federal Ministry of

Education 2004). The study of biology in senior secondary school can equip

students with useful concept principles and theories that will enable them

face the challenges before and after graduation. Practical biology is the

scientific study of the life and structure of plant and animals and their

relative environment in real or experimental set-up rather than dwelling in

the theory and ideas (Opuh, Eze, & Eze Magu, 2008).

Practical activities in biology provide opportunities for students to

actually do science as opposed to learning about science. Nzewi (2008)

asserted that practical activities can be regarded as a strategy that could be

adopted to make the task of a teacher (teaching) more real to the students as

opposed to abstract or theoretical presentation of fact principles and

concepts of subject matters. Nzewi maintained that practical activities

should engage the students in hands on, mind on activities, using varieties of

2
instructional material/equipment to drive the lesson home. Nwagbo (2008)

stated that the use of practical activities (approach) to the teaching of

biological concepts should therefore be a rule rather than an option to

biology teachers, if we hope to produce students that would be able to

acquire the necessary knowledge, skills and competence needed to meet the

scientific and technological demands of the nation.

Practical work stimulate learners interest in the science subjects they

are studying, when they are made to personally engage in useful activities,

knowledge obtained through practical work and experience promote long-

term memory that theory alone cannot do, for this reason, it becomes

obvious that learners acquire more in any science lesson, if giving the

opportunity to do activities and ranging from manipulating apparatus,

classifying, designing, experimenting, hypothesizing to make inferences and

verifying result. Hence, there is an urgent and serious need to justify the

exposition of the biology practical activities as well as studying its influence

on students achievement in biology. Unfortunately, the ugly situation

observed in the majority of our secondary school lacks exposure of student

in practical activities. This contributes to persistent poor performance in

biology.

3
 According to Nwagbo (2008), a number of factors has been identified

as contributing to the non-acquisition of skills by secondary school students

which invariable leads to poor performance and one of the factors is the

teacher variable, that is teacher method of teaching. Furthermore, Okoli

(2006) indicate that many science teachers prefer the traditional

expository/lectures method of teaching that is, a teaching technique in which

one person, the teacher, presents a spoken discourse on a particular subject

and shy away from activity oriented teaching methods which are student

centered such as inquiry method, discovery method, investigative laboratory

approach. Nwagbo (2006) observed that such teacher-centered approach

which places the teacher as a sole possessor of knowledge and the students

as passive recipients of knowledge may not enhance achievement or

promote positive attitude to biology. Apart from teaching methods, gender is

also implicated in students academic performance in biology. Gender refers

to the roles and responsibilities of men and women that are created in family,

societies and culture. The concept of gender is the expectations held about

characteristics, attitudes, and likely behaviour of both men and women

(masculinity and feminity) in the society (Ezeh, 2013). There is a general

belief among Nigerians that boys are superior to girls in terms of physical

build up, intelligence and reasoning. According to Okeke (2007) gender and

4
gender stereotyping have brought discrimination in academic performance

which is a matter of great concern to educationist.

Okoli, Iwuozor and Obioma (2011) showed that gender is

insignificant in science achievement. Since the finding about gender are

inconclusive the researcher is interested in investigating the influence of

biology practical activities on academic performance of senior secondary

school in biology.

1.2 Statement of Problems

In Rivers State, students achievement in secondary school biology has

not been encouraging. In spite of the desire for technological development,

which need biology education there is persistent poor academic performance

of students in the subject, particular in practical biological. So many factors

can be attributed to student poor achievement in biology practical, they

include teachers use of inappropriate instructional approaches, lack of

adequate laboratory facilities, poor organization of laboratory activities, lack

of commitment to laboratory work by both teachers and students, partial or

total absence of laboratory, lack of qualified biology teachers and mode of

laboratory activities that are used in biology laboratory.

Studies shown that teachers use mostly teacher centred approach in

carrying out laboratory activities. The inappropriate instructional approaches

5
used by secondary school biology teachers tend to raise doubts about the

possibility of realizing the objectives of biology education in Nigeria

secondary school as stated in the National Policy on Education (Federal

Ministry of Education, 2004). Most instructional approaches such as lecture

and demonstration used in teaching biology in the classroom or laboratory

promote rote learning and lack of opportunity for students to manipulate

materials and reflect on what they do during teaching and learning

processes. Student interaction during practical activities in the laboratory

could play a key role towards concretizing learning.

Among all the problems that contributes to student poor achievement

in practical biology the researcher is interested in the influence of biology

practical activities on academic performance of students in biology.

1.3 Purpose of the Study

The main purpose of this study is to find out the influence of biology

practical activities on academic performance of secondary school students in

Rivers State.

Specifically, the study intends to:

1. Determine the how student’s ability to draw affect student

academic achievement of secondary school students in biology.

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 2. Determine how the student’s ability to label affects student’s

achievement in biology.

3. Determine how the student’s ability to determine magnification

affect student’s achievement in biology.

4. Determine how student’s ability to size affect student academic

achievement in biology.

1.4 Research Questions

The following research questions guided the study:

1. To what extent does ability to draw influence student academic

performance in biology?

2. To what extent does ability to label affect student’s achievement in

biology.

3. To what extent does ability to determine magnification influence

student academic performance in biology.

4. To what extents does ability to size affect their achievement in

biology?

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1.5 Research Hypothesis

H01: There is no significant mean difference between male and female

students in their attitudes toward practical work in biology.

1.6 Significance of the Study

Practically, the following people will benefit from the finding of this

study, student, biology teachers and the government. The result of the study

could enable the students realize the importance of group and individual

laboratory work situation in the effort of learning biology concepts. It could

also help the students to become knowledgeable in the following areas:

communication, problem-solving, self-confidence and critical thinking.

These are knowledge they are expected to acquire from practical activities

which could lead to students improvement on their academic performance.

The finding of this study will be of help to science teachers as it will

enable them understand the right mode of laboratory work in teaching and to

help the students to understand biology concepts with the abilities of

carrying out practical work successfully. The teacher will realized that

biology concepts are not taught in isolation but should be incorporated into

practical work to maximize the achievement.

8
 The study will make the government, through the ministry of

education to realize the need for provision of science equipment to schools

and posting of qualified biology teachers to secondary schools, it is not the

issue of jack of all trades master of non teaching has attained

professionalism and specialization.

1.7 Scope of the Study

The study is on the influence of biology practical on academic

performance of senior secondary school students in biology. The study is

limited to student in senior secondary school in Rivers State. The scope is

delimited on eight senior secondary in Rivers State.

1.8 Definition of Terms

Influence: The capacity to have an effect on the character, development, or

behaviour of someone or something.

Biology: is the study of living things and concerns itself with the study of

the structural, behaviour, distribution, the origin of plants, and animals and

their relationship with their environment.

Practical: concerned with the actual doing or use of something rather than

with theory and ideas.

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Academic Performance: The degree of attainment by student in schools,

colleges and universities either in class, laboratory, library, project or field

work in which the student is sufficiently exposed to.

Secondary school: is the next step up from primary school.

Student: is primarily a person enrolled in a school or other educational

institution who attends classes in a course to attain the appropriate level of

mastery

10
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

The view of literature for this study is organized under the following

sections and sub-section conceptual framework, theoretical framework,

review of related empirical studies and summary.

Conceptual Framework

 Concept of Biology

 Biology Practical Teaching

 Concept of Academic performance

 Concept of Gender

 Factors that Affect the Achievement of Secondary School Biology

Student

Theoretical Framework

 Paiget’s Cognitive Constructivist Learning Theory

 Vygotsky’s Social Constructivist Learning Theory

Empirical Studies

Summary of Literature Review

11
Conceptual Framework

Concept of Biology

Biology is one of the fields in the natural sciences that studies living

things. The word ‘Biology’ is come from Greek words; Bios meaning life,

and logy (logia) which means study (Ezemoka, 2011). Thus the concept of

biology is concerned with the study of life. Miller and Levine (2012)

state that biology in addition, is the study of life, structure, function, growth,

origin, evolutions distributions, interrelationships, problems such as

diseases, and adaptation of things and proposes solutions where possible.

However biology is the branch of science that studies life using inquiry

methods and discoveries.

Inquiry process involves asking question that stimulate students to

think critically which enables students to develop scientific knowledge and

scientific habit such as curiosity, creativity, and open minded etc that is

needed for understanding biological concepts. Biology as science of life

provide potentials for the use of many inquiry method. Abugu (2007) stated

that biology is natural science in which we study living organisms plants and

animals. The knowledge of biology helps in checking environmental

degradation such as desertification, erosion, water hyacinth, land, air and

water pollution.

12
 The cardinal objectives of biology education are to prepare students to

acquire: adequate laboratory and field skills in biology; meaningful and

relevant knowledge in biology, ability to apply scientific knowledge to

everyday life in matter of personal and community health and agriculture

and lastly reasonable and functional scientific attitudes (Federal Ministry of

Education 2004). The study of biology in senior secondary school can equip

students with useful concept principles and theories that will enable them

face the challenges before and after graduation. Practical biology is the

scientific study of the life and structure of plant and animals and their

relative environment in real or experimental set-up rather than dwelling in

the theory and ideas (Opuh, Eze, & Eze Magu, 2008).

Biology Practical Teaching

Biology practical teaching are important in order to understand

biology concepts. If science education aims to enhance the understanding of

the natural world by students and how it functions, then the students have to

experience and observe the relevant of science phenomena. Recent studies

advocate for a change in teaching methods so that students participate fully

and understand different science concepts (Miller, 2010). Students shouls

understand processes and structure; develop skills in manipulation,

processing of science information and conducting scientific investigations.

13
Hence, the teaching methods such as learners design, reciprocal, inclusion,

divergent and self-check could enhance the teaching of Biology practical

lessons (Capel, Least & Turner 2009).

A study conducted by Obiekwe and Chinwe (2015) in Nigeria on the

teaching of biological concepts using the 5E (Egagement, Exploration,

Explanation, Elaboration and Evaluation) model revealed that student who

were exposed to the 5E method achieve better results than those whose

teacher use the lecture method. Some teacher laid too much emphasis on

content and the use of “chalk and talk approach which does not enhance the

teaching and learning of biology. This slackness and shy-away attitude from

activity based-approach of instructional delivery has led to abstraction,

which makes the students passive and more inclined to role memorization

(obiekwe & Chinwe, 2012). Such teacher-centered method that put the

students as passive recipients of knowledge and the teacher as the only

source of knowledge might not improved achievement towards biology

practical lessons (Nwagbo 2006).

Concept of Academic performance

Ifeakor (2010) regarded achievement as a change in behaviour

exhibited at the end of a given period of time or within a given time range.

Aronson (2012) explained academic performance as the degree of attainment

14
by student in schools, colleges and universities either in class, laboratory,

library, project or field work in which the student is sufficiently exposed to.

Aniekwe (2009) sees achievement as a test for the measurement and

comparison of skills in various fields of academic study. Hence achievement

could be described as a task which has been accomplished successfully,

especially by means of exertion, skill practice or perseverance.

Academic performance enables us to obtain information on the extent

to which a student has attained the criterion performance. It also enables us

to determine the relative position or rank of individual student with respect

to their performance (Etuk, Koko & Eno, 2011). Students, teachers, parents

and the society are much concerned about the academic performance of

students. Some of the purposes of academic performance are itemized by

Ekhasemomhe (2010) as follows:

 To determine the relative effectiveness of the programme in terms of

students behavioural output.

 To identify students’ growth or lack of growth in acquiring desirable

knowledge, skills, attitudes and societal values.

 To help teachers determine the effectiveness of their teaching

technique and learning materials.

 To help motivate students to learn more as they discover their

progress or lack of progress in a given task.

15
  To encourage students to develop sense of discipline and systematic

study habits.
 To acquaint parents or guardians with their children’s performance.
 To predict the general trend in the development of the teaching –

learning process.
 To make reliable decision about educational planning.
 To provide educational administrators with adequate information

about teachers’ effectiveness and school needs.

In summary academic performance measurement is used for

instructional, administrative, guidance and counseling and research

purposes.

Many researchers have long investigated factors that affect the academic

performance of students in science. One of the factors that have been

investigated for its effects on biology academic performance is classroom

environment.

According to Talton and Simpson (2013) classroom environment is

composed of six areas; the emotional climate of science classroom, science

curriculum, physical environment of science classroom, science teacher,

students in the science classroom, friends’ attitude toward science. Talton

and Simpson stated that there exists a significant correlation between

attitude towards science and all the classroom environmental variables and

that these affect students’ achievement in science particularly biology.

16
Manoussou (2011) investigated the relationship between attitudes toward

biology achievement of Greek students; and found significant correlation

between attitudes toward biology classroom environment and academic

performance in biology; and concluded that classroom environment is an

important factor that develops positive achievements towards biology.

Simpson and Troost (2012) also emphasized that if students experience an

unpleasant punishment in science classroom the little science knowledge

that they learn may disappear because the classroom environment is not

suitable and will affect the students’ academic performance. In the

laboratory practical work the teacher should create good atmosphere by

organizing the lesson that would be interactive and attractive to students

either in group or individually.

Teaching method is another factor in academic performance especially

cooperative learning approach which encourages students to work together

in small groups and to use a variety of activities to improve their

understanding of subject matter (Chang & Moa, 2009). Inquiry instructional

approach encourages students to extend their thinking and express their

ideas in a variety of ways through exploring and experiencing their

environment through guided or unguided learning activities. inquiry

approach which involves students gathering information, collecting and

17
interpreting data, formulating hypotheses and drawing logical conclusions;

(Scheneider, Marx & Soloway, 2011). It could be therefore possible for

academic performance to be attained if biology subject will be learned

practically through the use of inquiry method in the laboratory or outside the

laboratory. Laboratory method in science lessons has an important position

among instructional approaches for meaningful learning. It is generally

believed that science is better learnt in an applied manner through laboratory

activities. The students in doing experiments construct the bases for learning

science because practical work involves the use of five senses which enable

the students to understand and retain the knowledge they acquired through

the process of teaching and learning; this makes them behave like scientists.

Laboratory experiment could therefore enhance students’ academic

performance through practical skills (Weinburgh & Englehard, 2009).

The teacher has always been considered a crucial factor affecting

academic performance in biology and science in general. Students always

identify the teacher as the most important element in a classroom learning

environment. The teacher should always create good atmosphere by

interacting with the students freely in the laboratory to make the lesson not

boring and at the same time maintains discipline; such attitude promotes

academic performance (Ozkan, 2013). Several researchers like Ozkan

18
(2013); Chang and Moa (2009), Scheneider Marx and Soloway (2011) have

commended on the attitudes of students, teachers, teaching methods,

laboratory activities, classroom environment and how they affected students’

academic performance in science. However, this study is particularly

interested in investigating the effect of mode of laboratory work and the

influence of gender as a moderating variable on students’ academic

performance in biology.

Concept of Gender

Gender has been described as a cultural construct and social positions

which members of the society attach to being male or female. Gender also

means a dimension of social organization which shapes how people interact

with others and how people behave or act and think about themselves. It also

includes hierarchy and ranking of men and women distinctly in terms of

power, wealth, privilege and other resources. According to Okeke (2009)

gender is a social or cultural determinant that varies from place to place or

culture to culture. It is not universal, unlike sex which is biologically

determined and universal. Macionis and Genber (2015) observed that

throughout life (birth and death), human feelings, thought and actions reflect

the social definitions that people attach to gender which affects the way the

individual’s daily activities may either be positively or negatively

19
influenced. As gender affects the way people think of themselves, it teaches

them to act in normative ways, that is acting and feeling in the manner that

the society ascribed to each sex. Connell (2013) maintained that as much as

culture defines males as ambitious and competitive and females’ differential

and emotional, males are expected to aspire to leadership positions while

females are expected to be good listeners and supportive observers. This

gender role discrimination begin from the family and is later extended to

other areas of one’s life where a man sees himself as superior in every

human endeavours and sees woman in a subordinate position in the

educational setting, workplace or other parts of life. In other words gender is

a fundamental category for ranking, and classifying social relations in the

world (Evans, 2014).

In educational setting for instance, experience has shown that the

curriculum, textbooks and the teaching materials tend to favour males and

the females’ intellectual potentials are ignored. This gender distinction

manifests itself in the courses offered by males and females in the school,

for example males are represented in mathematics, science and technology

while females are grouped into humanities, education and social science

courses (Gaidzanwa, 2010; Cottes, 2013). In the new areas of study such as

computer science with its grounding in engineering, logic and mathematics,

20
males mostly enroll in it while female mostly enroll in gender studies

(Macionis & Genber, 2015). The word gender does not mean that there are

clear difference between female and male in term of preferences for arts,

science and technology. If there are differences, they are based on

hierarchical structures within the culture of what is suitable for males and

females respectively (Walkerdine, 2009). According to Kembler (2010)

science and information and communication technology (ICT) is in no

manner separated from the cultural structures that treat women and girls

unfairly or unequally compared to the men counterparts. Males and females

are supposed to be allowed and encouraged to study science and technology,

Arts, and humanities because there is no course that is made specifically for

each sex. Science and technology courses are not for males alone; females

are to be encouraged and motivated to offer science and technology because

of its importance in this era of globalization and computer age Nwosu

(2011). Recently gender related issues in science education have continued

to receive serious attention judging by the number of studies done to that

effect. For example Babajide (2010) reported that science subjects such as

physics and chemistry are given masculine outlook by educational

practitioners. In addition to this, the studies by Ogunleye (2012); Zirim

(2009);

21
Okwo and Otubar (2010) indicated that science achievement depends on

gender. Also the studies by Nzewi (2010); Ogunleye and Babajide (2011);

posited that gender is insignificant in science achievement. Oludipe (2012)

also opined that promoting achievement in students’ understanding of

science does not depend on gender rather it is through determination of the

students. Agomuoh (2010); Ukozor (2011) found that gender influences

students’ conceptual shift in favour of the male.

Harlen (2012) attributed gender inequality in science teaching

methods used by science teachers that creates wider gap in achievement.

This statement has been supported by Agomouh (2010). Studies by Madu

(2004); Agomouh (2010) have shown that students achievement are gender

dependent using constructivist based instructional method. Considering the

findings of different people above, it is clear that there is not yet a consensus

as to whether gender influences science achievement or not. Some are of the

opinion that males are superior to females, while others said is females and

some are even neutral.

Factors that Affect the Performance of Secondary School Biology

Students

There are many factors that affect the achievement of secondary

school biology students in Enugu East local government area and some of

22
them are including; unqualified biology teacher, poor method of teaching

biology and inadequate supply of biology equipment.

1. Unqualified Biology Teacher: Inappropriate training background

of science teachers especially biology teachers and qualification of

biology teachers are the major factors that affect the effective

teaching of biology because some biology teachers in some senior

secondary school did not undergo enough training to enable them

get skills qualities and enough knowledge of the subject matter and

how to impact the knowledge to the students.

2. Poor Method of Teaching in Senior Secondary School: For

teaching to be effective one must use different methods of

teaching. According to Eke (2001), teaching is effective if only it

produces or yields the desired results, the ability of the teacher to

adapt to different result situations and produce a desired result in

the classroom is a mark of teaching effectiveness. Vennier and

Faith (2001) are of the opinion that all the teaching actviiites are

supposed to produce learning, so that test of effective teaching will

be amount that occurs.

When the following methods are used, teaching of biology can be

effective. According to Bigmen (2009), activity method, inquiry method,

23
 and discovery method which elicit students interest and enhance their

level of attainment or comprehension of biology. Activity method, the

methods that encourage students to participate actively during the lesson

while teaching at the same time. Oforkansi (2008) defined activity

method as a method whereby the students learn through active

involvement rather than being passive or being at the receiving end.

According to Ofokansi (2008), discovery means finding out.

Explanation, manipulation and experiment are components scientific

enquiry that help one to discover. This approach demand that the teacher

create the problem and allow the students to find answer for themselves.

The author also said that enquiry involves active participation by the

student rather than transmit a preconceived notion about situations.

3. Inadequate Supply of Biology Equipments:

In some schools, many laboratories equipment like microscope, glass

tube, Beaker, Slide, Bone of Vertebrates etc chart of different animals

development systems, organs etc, work book for practical and textbooks are

not adequate for the students in learning of biology. Biology is a science

subject which is all about practical and also when combined with other

science subject one will be able to study courses like medicine, nursing,

pharmacy etc in higher institution. Beaty and Woolnough (2003) are of the

24
opinion that the obsolete and insufficient teaching of biology in senior

secondary schools. They stressed that the teacher may be competent through

and have all the qualities to impact the knowledge to the student but to the

obsolete and insufficient availability of biological equipment the aim is

defeated.

Theoretical Framework

Paiget’s Cognitive Constructivists Learning Theory

Paiget’s cognitive constructivists theory was propounded (1973) and

proposed that children progress through a sequence of four stages, assumed

to reflect qualitative differences in children’s cognitive abilities. Limited by

the logical structures in the different developmental stages, learners cannot

be taught key cognitive tasks if they have not reached the particular stages of

development. Piaget emphasized on the holistic approach to learning. To him

a child constructs understanding through exploring and experiencing his or

her environment.

Later in (1985) Piaget expanded this theory to explain how new

information is shaped to fit with the learners existing knowledge, and

existing knowledge is itself modified to accommodate the new information.

The major concepts in this cognitive process include:

25
Assimilation: It occurs when a learner perceive new object or events in

terms of existing schedules or operations. This information is compared with

existing cognitive structures.

Accommodation: It occurs when existing scheme or operation have been

modified to account for new experience.

Equilibration: It is the master developmental process, encompassing both

assimilation and accommodation. Anomalies of experience create a state of

disequilibrium which can be only resolved when a more adaptive, more

sophisticated mode of thought is adopted.

Piagetian constructivist theory generally regards the purpose of

education as educating the individual child in a fashion that supports the

child’s interest and needs. Consequently, the child is the subject of study, and

individual cognitive development is the emphasis. This is a child-centere d

approach that seeks to identify through scientific study, and the natural parts

of cognitive development. It also assumes that learners come to classroom

with ideas, beliefs and opinions that need to be altered or modified by a

teacher who facilities this alternation by devising tasks and question that

create dilemmas for the teachers. Considering the educational reflections of

this theory, Piaget sees the child as continually interacting with the world

around the child, solving problems that are presented by the environment

26
and learning occurs through taking action to solve these problems. The

laboratory work in this study will also be base on these principles.

Within Piaget’s theory, the basis of learning is discovery: to

understood is to discover or reconstruct by rediscovery and such conditions

must be complied with if in the future individuals are to be developed who

are capable of production and creativity and not simply repetitive. According

to Piaget, children go through stages in which they are accept ideas they

many later discard as wrong. Understanding, therefore, is built up step by

step through active participation and involvement. Piaget further states that

children begin to think logically between the age of 8 and 11 years, a stage

he called the concrete operational stage of development. The average age for

senior secondary schools year one (SSI) student (the targeted population for

the study) is 11 years and above which implies that learners at this age can

apply logical thought to practical works and be able to understand them

better. In this case teachers should establish an explorative environment for

the learner to explore facts or truth by themselves.

Vygotsky’s Social Constructivist Learning Theory

Vygotsky is one amongst those who believe that children actively

construct their knowledge. Vygotsky’s (1962) viewed cognitive development

as a result of a dialectical process, where the child learns through shared

27
problem solving experience with someone else, such as teaches, parents,

siblings, and peers. As a social constructivist theorist, Vygotsky emphasizes

the social contexts of learning and the fact that knowledge is mutually built

and constructed. It is also emphasizes the benefits of collaboration in group

work and with a more skilled tutor, an individual will facilitate transition

form learners, zone of proximal development to new levels of skills and

competences. Zone of Proximal Development (ZPD) is vygotsky’s terms for

the range of tasks that are too difficult for children to master alone, but can

be learnt with the guidance and assistance from adults or more skilled

children working independently. This implies that the science teacher should

act as facilitator by gradually withdrawing explanation, hints and

demonstrations until the students is able to perform the skill alone. This will

encourage the student to learn from previous knowledge they had before

coming to school or knowledge they already have to build the new

knowledge.

Vygotsky (1962) also emphasized that in the practical class the

science teacher is expected to sensitize learners to their environment,

develop critical thinking, encourage creative thinking and encourage

exploration that will enhance self directed and cooperative learning amongst

the learners. Vygotsky’s theory also encourage social learning and

28
recognizes that learning involving group work could improve students

academic performance.

This theory plays an important function in education to guide students

in learning the skills that are necessary in the culture in which they live. The

teacher according to Vygotsky’s view should also establish many

opportunities fro students to learn with the teacher and more skillful peers.

In this respect it is evident from this theory that science should be taught in

such a way that students will be able to apply the knowledge outside the

classroom. Practical work in the laboratory can help achieve this. Looking

at the constructivist theory as postulated by Vygosky in the context of this

study we find that achievement in biology largely depends on the learners

and the environment itself and then the interactions that exist between the

learners. The implication of this is that the science teacher must give the

learners the opportunities to construct, produce and use experience that is

meaningful to their understanding of their environment. When this in done,

then they can comfortable think, reason, perceive, talk and reflect about their

environment.

The child interaction with other people is important in the

development of the child’s view of the word. Through exchange of ideas

29
with other people the learner become aware that self-criticism is possible

only in the social interaction.

Empirical Studies

There are several related studies to the influence of biology practical

activities on academic performance of students.

Chikelu (2009) conducted a research on effect of biology practical

activities on students process skill acquisition. A quasi experimental design

was employed for the study. The sample consists of one hundred and eleven

(111) senior secondary one biology students selected through simple random

sampling techniques. The instrument for data collection in the study has 20

items Science Process Skill Acquisition Test (SPSAT). The data was

analyzed using mean and standard deviation to answer the research

questions and analysis of covariance (ANCOVA) to test the hypothesis at

0.05 level of significance. The results revealed that practical activity method

to foster the acquisition of science process skills than the lecture method.

The interaction effect between teaching methods and gender of the subjects

was not significant.

Based on the findings of this study, the use of practical activity

method to foster the acquisition of science process skills in biology students

was recommended to biology teachers.

30
 The similarity between the reviewed study and the present study is

that the studies are both conducted in the laboratory. They used the same

experimental research design. Both studies used gender as their moderating

variable. The differences between the two studies is that the present study is

investigating the influence of biology practical activities on students

achievement in biology.

Cengiz (2010) carried out study on the effect of the virtual laboratory

on students achievement and attitudes in chemistry. The study employed a

quasi-experimental research design, specifically the pre-test and post-test,

experimental control group model. The study employed two scales which are

15-item knowledge scale (ks) questions. The KuderRPichardson coefficient

reliability was 0.86 for ks and 24 items for students attitudes scale (SAS),

were selected with cronbach alpha-reliability coefficient of 0.92. The sample

of the study was 341 high school students. The data collected were analyzed

by using SPASS/PC version 120 statistical programs. Two different t-tests

were performed. The results of the study showed that virtual laboratory

applications made positive effects on students achievement when compared

to traditional teaching methods. The study is related to the present study in

the sense that they were conducted within the context of laboratory work.

However, the present study differs from the reviewed study because the

31
previous study was in chemistry while the present study is biology. The

present study intend to investigate the influence of biology practical

activities on academic performance of students in biology.

Ukozor (2011) carried out research on the effect of constructivist

teaching strategy on senior secondary school students’ achievement and self-

efficacy in physics. The study employed one hundred and eight four (184)

students from four (4) secondary schools. Non-equivalent control group

design was adapted. Five research question were posed and three null

hypothesis guided the study. Means and standard deviation was used in

answering the research questions and ANCOVA was used in testing the

hypothesis. A significant effect of gender on students physics academic

performance was found. In the light of the above result, therefore the present

study intends to investigate the influence of biology practical activities on

academic performance of students in biology.

The researcher learnt from the study that despite the importance of the

use of practical biology to enhance the academic performance of students, it

appears that many still do not use biology practical in teaching and learning

of biology.

Okoh, Iwuozor and Obioma (2011) investigated gender differences in

computational problems in chemistry among senior secondary school

32
students. A total of multiple choice, pre and post achievement test items

were constructed on three concepts treated in the experiment and

administered to four hundred (400) SSII students drawn from twenty

randomly selected secondary schools in four local government areas of Delta

State. Two hypotheses were formulated and tested using the t-test at 0.05

level of significant. Analysis of the results revealed that the male students

failed to achieve significantly higher in computational problems in

chemistry than their female counterparts. The present study is aimed at

investigating whether there is any difference due to gender by using group

and individual laboratory work on students’ achievement in biology.

Nwosu, (2011) examined gender differences in the utilization of

information and communication technology (ICT) among undergraduate

students. One research question and one null hypothesis guided the study.

The sample for the study comprised hundred (100) female and male students

of Faculty of Education, University of Nigeria Nsukka. The instrument for

data collection was questionnaire. Mean scores and t-test statistics were used

for data analysis. Result showed that female and male students utilize ICT

differently and males utilize ICT more than females. Also the hypothesis

showed that there is a significant difference between the mean scores of

male and female students in ICT utilization for academic activities which

33
indicate that male students use ICT more than their female counterparts.

Recommendations were made based on the findings.

Considering the findings of different people above, it is clear that

there is not yet a consensus as to whether gender influences science

achievement or not. Some are of the opinion that males are superior to

females, while others said is females and some are even neutral.

Summary of the Literature Review

The review of literature was presented under conceptual framework,

theoretical framework, review of empirical studies and summary of literature

review. In the conceptual framework, the concept of biology was reviewed,

biology knowledge is an essential element for national and human

development. Over the years, use of ineffective teaching methods in

teaching biology has contributed to the reduction in the number of students

that could have opted for biological sciences and also in harnessing of the

potentials in study of biology. Concept of academic performance was also

reviewed. Ifeakor (2012) regarded achievement as a change in behaviour

exhibited at the end of a given period of time or within at the end of a given

period of time or within a given time. aronson (2010) explain academic

performance as the degree of attainment by student in schools, college, and

universities or field work in which the student is sufficiently exposed to.

34
 The review examines Piaget’s cognitive constructivist learning theory

and Vygotsky’s social constructivist learning theory. These theories explain

the importance of interactive learning with materials, environments or

among students themselves which is what laboratory practical is all about.

Learning theories of Piaget and Vygotsky emphasizes the need for active

participation of the students during the learning process. So that they can

find out fact for themselves, with the teacher serving asa facilitator. These

theories relates to the present study because in laboratory activities, students

are given the opportunity to construct knowledge by themselves by either

working in groups or individually.

More so, some empirical studies were reviewed on the effect of

different instructional approaches on students in different science subjects

and some studies but the literature review identifies lack of research findings

on the laboratory work. This show that there is need for a virile instructional

approach and strategies for effective conduct of practical which would

enhance students’ achievement in sciences. The review showed that there

have been studies on influence of gender on students’ achievement in

different science subjects using different instructional models and approach,

but the finding of these studies have been inconclusive. Hence, this study

35
investigates the influence of biology practical on academic performance of

senior secondary school in biology in Rivers State.

36
 CHAPTER THREE

RESEARCH METHOD

This chapter describes the procedures the researcher used in carrying

out the research work. These include the design of the study, area of the

study, population of the study, sample and sampling techniques, instrument

for data collection, validation of the instrument, reliability of the instrument,

method of data collection and method of data analysis.

Design of the Study

The design adopted for this research is descriptive survey design. This

design is a useful way of obtaining information about peoples opinions,

attitudes, preferences, and experiences simply by asking questions. This

design was used for this study since a group of people have to be studied

systematically by collecting and analyzing data from a chosen few

considered sufficient representative of the entire population.

Area of the Study

The study was carried out in selected school in Port Harcourt Local

Government Area of Rivers State. It covered all the three (3) public

secondary schools found in the local government.

37
Population of the Study

The population for this study comprised of all the public senior

secondary school (SS2) biology students in all the public secondary school

in Port Harcourt City Local Government Area of Rivers State which is one

thousand four hundred and ninety-one (1491).

Sample and Sampling Techniques

The sample schools were obtained using simple random

sampling technique. The three sampled schools had a

population of 1700. However, for purposes of having equal

number of respondents in each school 50 student was selected

from each school giving a sample size of 150.

Instrument for Data Collection

To collect data, the study employed a students’ questionnaire (SQ) and students’

test (ST). The test focused on the dependent variables, performance in Biology. The

students’ test was used to obtain first-hand information on drawing, labelling,

magnification and the use of correct instrument skills mastered by students in

Biology and the difficulties they encountered during biology practical.

Method of Data Analysis

Both qualitative and quantitative data were generated from the field.

The data were coded and analyzed using descriptive and inferential data

38
analysis techniques. The analyses were presented in tabular form. For

quantitative data, one-way ANNOVA was used to test hypotheses, because

in each there was a comparison of more than two categories. The Statistical

Package for Social Science (SPSS) computer program was used in data

analysis.

39
 CHAPTER FOUR
PRESENTATION OF RESULT
In this chapter, the results were presented in tables according to the
research question.
Research Question One: To what extent does ability to draw influence

student academic performance in biology?

Marks Frequency
% English Language Mathematics Economics

Discrete Integrative Discrete Integrative Discrete Integrative

CA CM CA CM CA CM CA CM CA CM CA CM
>70 20 10 30 10 10 20 21 20 20 20 15 20
60-70 40 40 40 50 20 41 50 31 30 50 35 39
50-60 100 120 70 100 130 120 130 120 120 111 116 121
40-50 100 131 110 111 120 100 60 110 91 90 120 111
< 40 61 20 71 50 41 40 60 40 60 50 35 30
Total no. 321 321 321 321 321 321 321 321 321 321 321 321
students
Total >60 60 50 70 60 30 61 71 41 60 50 80 59
Total >50 160 170 140 160 160 181 201 191 170 181 166 180

40
 To what extent does ability to label affect student’s achievement in biology.
1. To what extent does ability to determine magnification influence

student academic performance in biology.

2. To what extents does ability to size affect their achievement in

biology?

Table I: Mean scores on the influence of biology practical activities on

academic performance of students in biology?
S/N ITEMS VLE LE SE VSE N DECISION
X
4 3 2 1
1. Biology practical activities 70 55 20 5 150 3.26 Accepted
stimulate creativity, curiosity and 280 165 40 5 490
critical thinking.
2. Biology practical activities 50 58 30 12 150 Accepted
promote student engagement 200 174 60 12 446 2.97
with the scientific method.
3. Biology practical activities 65 69 10 6 150 3.28 Accepted
encourage active learning and 260 207 20 6 493
problem solving.
4. Biology practical activities 80 62 8 0 150 3.48 Accepted
develops students interests, 320 186 16 0 522
attitudes and values.
5. Biology practical activities 150 75 17 8 150 3.11 Accepted

41
 promote social interaction 200 225 34 8 467
among learners and their teacher

Data from table 1 shows that high mean score items 1, 2, 3, 4 and 5 had the
mean values of 3.26, 2.97, 3.28, .48, and 3.11 respectively. The value were
up to 2.5 and above which was interpreted as accepted, and therefore
indicates that influence of biology practical activities increase student
academic performance in biology, biology practical activities has positive
influence on students by stimulate their creativities, curiosity, and critical
thinking, biology practical activities promote student engagement with the
scientific method, biology practical activities encourage active learning and
problem solving, biology practical activities develops students interest,
promote social interaction among learners and teachers.
Research Question Two: To what extent does teachers incompetence in the
use of laboratory equipment affect students achievement in biology?
Table II: Mean scores on the teachers incompetence in t he use of laboratory
equipment affect students achievement in biology.
S/N ITEMS VLE LE SE VSE N DECISION
X
4 3 2 1
1. Poor knowledge of teachers on 80 64 3 3 150 3.47 Accepted
the importance of laboratory 320 192 6 3 521
practical in the teaching and
learning of biology affect the
student’s achievement in the
subject.
2. High competence on teachers in 90 57 3 0 150 3.58 Accepted
the use of laboratory equipment 360 171 6 0 537
impacts high level of

42
 achievement on student in the
subject.
3. Poor knowledge of teachers on 55 72 15 8 150 3.16 Accepted
the core principles guiding the 220 216 30 8 474
use of laboratory equipments
has a negative effect on
students achievement.
4. Teachers inability to assists 85 60 3 2 150 3.52 Accepted
students effectively during 340 180 6 2 528
biology practical affect
achievement in the subject.
5. Poor knowledge of teachers on 75 62 9 4 150 3.38 Accepted
the topic in the teaching and 300 186 18 4 508
learning of biology affect the
students achievement in
subject.

Data from table 2 shows that high mean scores were obtained for all the
five listed items. Specifically, item 1, 2, 3, 4, and 5 had the mean values of
3.47, 3.58, 3.16, 3.52 and 3.38 respectively. The values were up to 2.5 and
above which was interpreted as accepted, and therefore indicates that; high
competency of biology teachers in the use of laboratory equipments
increases the academic performance of biology students. Poor knowledge of
biology teachers on the important of laboratory practical in the teaching and
learning of biology affects the students’ achievement negatively in the
subject, poor knowledge of biology teachers on the core principles guiding
the use of laboratory equipments has a negative effect on the achievement in
the subject and poor knowledge of teachers on the topic in the teaching and

43
 learning of biology has negative effect on the students achievement in the
subject.
Research Question Three: To what extents does student’s attitudes towards
biology practical affect their achievement in biology?
Table III: mean scores on students attitudes towards biology practical
affect their achievement in biology
S/N ITEMS VLE LE SE VSE N DECISION
X
4 3 2 1
1. Biology students see 15 45 65 25 150 2.33 Rejected
laboratory practical as a mere 60 135 130 25 489
waste of time since they think
that they can do without it in
learning the subject.
2. Biology students placed high 30 40 60 20 150 2.53 Accepted
value in laboratory practical 120 120 120 20 380
to attain a high achievement
in the subject.
3. Biology students carry out 5 40 60 45 150 2.03 Rejected
laboratory practical for doing 20 120 120 45 305
sake just to satisfy the
teacher(s)
4. Biology students engage in 25 65 40 20 150 2.63 Accepted
laboratory practical not to
100 195 80 20 395
learn it for future use but for
sole aim of passing it in their
O’level examinations.
5. Poor conception of the subject 76 54 18 2 150 3.36 Accepted
by students affect their 304 162 36 2 504
achievement.

44
 Data from table 3 shows that high mean scores were obtained from all the
five listed items. Specifically, item 1, 2, 3, 4, and 5 had the mean values of
2.33, 2.03, 2.63 and 3.36 respectively. The values were up to 2.5 and above
which was interpreted as accepted, and therefore indicate that student
attitudes towards biology practical negatively affect their achievement in
biology, biology students see laboratory practical as a mere waste of time
which negatively affect their academic performance, which negative affect
their academic performance, biology students carryout laboratory practical
for doing sake just to satisfy the teacher and poor conception of the subject
by students negatively affect their achievement in biology.
Research Question Four: To what extent do gender influence student
academic performance in biology.
Table IV: mean scores on influence of gender on academic performance
of student in biology
S/N ITEMS VLE LE SE VSE N DECISION
4 3 2 1 X
1. Female self perception of 70 50 21 9 150 3.20 Accepted
themselves as weaker sex, inferior 280 150 42 9 481
affect the academic performance
in biology.
2. Nigeria homes tends to shape the 10 50 60 30 150 2.65 Accepted
girl-child away from science and 40 150 120 30 340
science related disciplines.
3. Males tend to be dominating in 50 65 25 10 150 3.2 Accepted
competitive activities while 200 195 75 10 480
females are always shy and may
prefer working in groups or under
male counter parts.
4. Gender in equality in science 54 75 18 2 150 3.1 Accepted

45
 teaching practical and methods 216 225 36 2 479
used by science teachers creates
wider gap in their achievement.
5. Male students were superior over 15 45 60 30 150 2.3 Rejected
female students in problem 60 135 120 30 345
solving and achievement in
biology
Data from table 4 shows that high mean scores were obtained fro all the

five listed items. Specifically, item 1,2, 3, 4 and 5 had the mean values of

3.20, 2.26, 3.1 and 2.3 respectively. The values were up to 2.5 and above

which was interpreted as accepted, and therefore indicates that gender affect

student academic performance in biology, female self perception of

themselves as weaker sex, inferior affect their academic performance in

biology, gender inequality, in science teaching practical and methods used

by science teachers creates wider gap in their achievement in biology.

46
 CHAPTER FIVE
DISCUSSION, CONCLUSIONS, RECOMMENDATION AND

SUMMARY

In this chapter, the researcher discussed the results of findings,

conclusion, implication of the study, recommendation of the study, limitation

of the study, suggestions for further studies and summary.

Discussion of the Study

From the finding, practical activities influence student academic

performance on biology in senior secondary school in Enugu East L.G.A.

This is in agreement with that of Kiladare and okoro(2007) who established

that student understands better when they involves themselves in practical

experiment, thus matching theory with practical. This also affirmed that fact

for an effective teaching to take place, the theoretical aspect must go inline

with the practical aspect so as to attain a positive behavioral change in the

47
life of the learner(s). Students understand well when they are been taught

with practical. Biology practical helps to make abstract ideas more concrete

for learners, such that basic concepts could be understood. The use of

practical work in teaching biology and other subjects make learning

interesting and fun, keeping the student active, create a conductive

atmosphere for a participation class during teaching, making students to

discover facts and new ideas by themselves. The finding revealed that

despite the importance of the use of practical work in the teaching and

learning of biology in senior secondary schools in Enugu east. There are

some problems that are still militating against it the problems are teachers

incompetency in the use of laboratory equipment, student wrong attitudes

towards biology practical, inadequate supply of biology equipment and poor

method of teaching in senior secondary school.

From the finding biology teachers are still unable to prepare and

design a robust practical or experiment for the biology lesson. Biology

teachers should proficient on how to plan better steps. According to Erin and

Alicia (2009) designing learning instructions, setting goals and structuring

teaching steps are important; the study shows that teachers are still

inefficient in handling laboratory equipment and could not manage a

systematic and effective experiment.

48
 From the finding the word gender does not mean that there are clear

difference between female and male on academic achieved in biology. If

there are difference, they are based on hierarchical structures within the

culture of what is suitable for male and female respectively.

49
Considering the findings of different people, it is clear that there is not yet a

consensus as to whether gender influences academic performance in biology.

Conclusions
The conclusion of the research were as follows:

1. Influence of biology practical activities increase student academic

performance in biology in Enugu East Local Government Area of

Enugu State.

2. Teachers incompetence in the use of laboratory equipment

negatively affect students achievement in biology.

3. The wrong attitude of students towards biology practical influence

them in a negative way within the area.

4. Influence of gender on academic performance of student in

biology.

Implication of the Study

The finding of this study have some educational implications for

students, teacher and government. Active participation of the students in the

class and retention makes the lesson more meaningful. This is because as the

student participate and manipulate equipment/materials, they apply their five

senses and other skills to their

50
lessons more than when they would have learned in abstraction or remained

less active in class.

The finding of this study have implications on the teachers who

should adopt practical activity method of teaching which is the student

centered method. Students learn better when they are involved in the

laboratory activity. Activity-based methods enhance understanding of

biological concepts and increase the ability to acquire scientific skills by the

learners.

Furthermore, the finding of the study showed that there is no clear

different between female and male on academic performance in biology. The

implication of this finding is that most instructional approach used in

teaching biology does not take care of gender difference in student.

Therefore gender has to be considered during instructional delivery so that

both male and female students will have equal opportunity to learn.

The finding of this study also have implication on the curriculum

planners who are expected to plan for conceptual change over period of

years. This is because learning involves the restructuring of prior knowledge

to gain new ones for effective learning to take place. Therefore, since the use

of practical activities enhances students’ high performance in biology, it

follows that curriculum planners can create the awareness of this method in

51
teachers by including it in the biology curricula. Also they should include

within the existing subjects contents of the biology curriculum, some

corresponding indigenous knowledge. They can do this by re-examining

existing units of the subject matter taught in schools and identifying their

corresponding indigenous knowledge and instructional materials. This will

make the teaching of biology interesting and more meaningful.

Recommendation of the Study

Based on the finding, the following recommendations were made:

1. Teachers should encourage students to develops interest in

practical activities by engaging them in practical and providing

instructional materials that will challenge them to be actively

involved during practical lessons.

2. Ministry of Education and professional organization like STAN

should organize workshops, seminars and conferences for biology

teacher.

3. Biology concepts should be taught with practical activities so that

the students will do science instead of learning about science.

4. the government/ministry of education should provide more

adequate qualified competent biology teachers to all the public

secondary schools in Enugu East local government area.

52
 5. The government should provide fund for schools so as to enable

them procure the relevant resources for effective teaching and

learning of biology in all the public secondary school in Enugu

East local Government Area.

Limitation of the Study

The generalizations made with respect to this study are however

subject to the following limitations.

1. Since different teachers were used for different groups, it could be

assumed that they might not have been of equal attributes in terms

of cognitive, personality and affective functioning, this might have

introduced error in the study.

2. There was also the problem of absenteeism among the students.

The fact that some students skipped classes may have influenced

their performance.

Suggestions for further Study

Based on the finding and limitations of this research, the following

topics are suggested for further research.

 The study should be replicated in other science discipline like basic

science, chemistry and physics.

53
  The study should be also replicated with other practical topics in
biology
 Another study should be conducted to find out the effect of biology
practical activities on students achievement and attitude to biology.
Summary of the Study
The study investigated the influence of biology practical activities on

academic performance of senior secondary school. Four research question

guided the study.

The review of literature in the study was organized under conceptual

framework, theoretical framework and review of empirical studies. In the

conceptual framework, concept of biology was reviewed, biology practical

teaching and concept of academic performance was reviewed and factors

affecting the achievement of secondary school biology students. Pieget’s

cognitive constructivist learning theory and vygotsky’s social learning

theory were also reviewed under theoretical framework. The empirical study

examined studies on influence of biology practical activities on academic

performance of student in biology, and studies on gender and academic

performance in biology.

Descriptive survey design was adopted for the study. The study was

carried out in Enugu East Local Government Area of Enugu state. The

sample for the study comprised of one hundred and fifty (150) students

54
drawn from the population of study using simple sampling techniques. The

instruments for data collection in this study is questionnaire and analyzed

using mean and standard deviation. The results revealed that students

understand better when they involve themselves in practical experiment,

thus matching theory with practical. Biology practical activities, stimulate

creating, curiosity and critical thinking, there is no clear different between

female and male on academic performance in biology. The studies also

revealed that there are some problems that are still militating against it, the

problems are teachers incompetence in the use of laboratory equipment,

students wrong attitudes towards biology practical and inadequate supply of

Biology equipment.

In line with the finding of the study, the educational implications of

the findings were highlighted and the recommendations were equally
proffered among others that science (biology) teacher should encourage
students to develops interest in practical activities by engaging them in
practical and providing instructional materials that will challenge them to be
actively involved during practical lessons, Ministry of Education and
Professional Organizations like STAN should organized workshop, seminar
and conferences for biology teachers, the government should provide more
adequate qualified competent biology teachers to all the public secondary
schools in Enugu East.
Finally, the limitation of the study and suggestion for further studies

were equally made.

55
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58
 APPENDIX I

Department of Science and Vocational

Education
Godfrey Okoye University
Enugu.
June, 2018.
Dear respondent,
The researcher is an undergraduate student of the above named university,

who is conducting a research on the influence of biology practical activities

on academic performance of senior secondary school students in Enugu East

local government area of Enugu State.

The research is purely an academic exercise, and any information

given by you will be treated confidentially and will only be for the purpose

of this study.

Please try to respond correctly to the items, as your co-operation will

be highly appreciated.

Yours sincerely

.......................................
Ozoarinze Oluchi Theresa

59
60
 APPENDIX II
SECTION A: PERSONAL INFORMATION
1. Please indicate your age group:
(a) 15-20 (b) 20-25 (c) 25-30
2. Sex: Male Female
SECTION B: QUESTIONNAIRE
Instruction: Please tick (√) in the option that best represent your opinion on
the items provided.
The response option below are: VLE = Very Large Extent, LE = Large
Extent, SE = Small Extent and VSE = Very Small Extent.
1. To what extent do biology practical activities influence students
academic performance in biology?
S/N ITEMS VLE LE SE VSE
1. Biology practical activities stimulate
creativity, curiosity and critical
thinking.
2. Biology practical activities promote
student engagement with the
scientific method.
3. Biology practical activities
encourage active learning and
problem solving.
4. Biology practical activities develops
students interests, attitudes and
values.
5. Biology practical activities promote
social interaction among learners
and their teacher

61
2. To what extent does teachers incompetence in the use of laboratory equipment
affect students achievement in biology?
S/N ITEMS VLE LE SE VSE
1. Poor knowledge of teachers on the
importance of laboratory practical in
the teaching and learning of biology
affect the student’s achievement in
the subject.
2. High competence on teachers in the
use of laboratory equipment impacts
high level of achievement on student
in the subject.
3. Poor knowledge of teachers on the
core principles guiding the use of
laboratory equipments has a
negative effect on students
achievement.
4. Teachers inability to assists students
effectively during biology practical
affect achievement in the subject.
5. Poor knowledge of teachers on the
topic in the teaching and learning of

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 biology affect the students
achievement in subject.

3. To what extents does student’s attitudes towards biology practical affect their
achievement in biology?
S/N ITEMS VLE LE SE VSE
1. Biology students see laboratory
practical as a mere waste of time
since they think that they can do
without it in learning the subject.
2. Biology students placed high value
in laboratory practical to attain a
high achievement in the subject.
3. Biology students carry out
laboratory practical for doing sake
just to satisfy the teacher(s)
4. Biology students engage in
laboratory practical not to learn it for
future use but for sole aim of passing
it in their O’level examinations.
5. Poor conception of the subject by
students affect their achievement.

4. To what extent do gender influence student academic performance in

biology.

S/N ITEMS VLE LE SE VSE

1. Female self perception of

themselves as weaker sex, inferior
affect the academic performance in
biology.

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2. Nigeria homes tends to shape the
girl-child away from science and
science related disciplines.
3. Males tend to be dominating in
competitive activities while females
are always shy and may prefer
working in groups or under male
counter parts.
4. Gender in equality in science
teaching practical and methods used
by science teachers creates wider
gap in their achievement.
5. Male students were superior over
female students in problem solving
and achievement in biology

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Cronbach’s Alpha (α) Formular for Reliability

Α=

N = 60
= 0.12

= 0.11

= 0.99

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 LIST OF THE SECONDARY SCHOOLS IN ENUGU-EAST LOCAL
GOVERNMENT AREA OF ENUGU STATE

S/N NAME OF SCHOOLS

1. National Grammar School Nike
2. St. Patrick Secondary School Emene
3. Girls secondary school Abakpa Nike
4. Trans Ekulu Girls Secondary School
5. New Haven Boys Secondary School
6. Community Secondary School Ugwuogo Nike
7. Girls Secondary School Emene
8. Annunciation Secondary School Nike
9. Community High School Emene
10. Umuchigbo High School Iji-Nike

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